Teachers'perception of their cultural competencies within the context of multicultural education

This study investigates teachers' perceptions of their cultural competencies within the context of multicultural education. To this end, a literature review is conducted and a three dimensional model - each with 4 sub-dimensions - is formed based on critical multicultural education theory, critical theory and critical race theory. The data is collected through Multicultural Education Cultural Competency Scale and survey developed based on the cultural competency components of the model which was formed for this study. The study is conducted in accordance with quantitative research method design. The sample for the study consists of 736 teachers in Istanbul working at kindergartens, primary schools and middle schools. The results of the study state that though they do not perceive themselves to be highly competent with regards to cultural competencies, the teachers perceive themselves as sufficient. Moreover, they perceive themselves as sufficient with regards to knowledge, skill, and respect for culture sub-dimensions while perceiving themselves as partially sufficient in attitude and cultural awareness sub-dimensions. Additional findings from the study indicate that teachers' perceptions of their cultural competencies and their sub-dimensions differentiate meaningfully as a result of education level, the type of middle school, branch, the type of alma mater, gender, age, ethnic origin and mother tongue variables.